Cultivate Problem Solvers
KBIA has embraced EntreComp as a foundational basis for entrepreneurship education and training, to translate the
concept of “entrepreneurship” into a model with which it is possible to speak about entrepreneurship in all its dimensions
in a universal way. EntreComp learning can take place in both formal and non-formal learning environments.Training
activity is coordinated through our partners - schools, entrepreneurship ecosystems, informal and non-formal learning
environments; nonprofit organizations, NGOs and affinity groups, private sector enterprises and public sector institutions.
Entrepreneurship is universally seen as the spark of prosperity, creating new jobs and new businesses, new ways to
deliver basic services and new ways of seeing the world. KBIA embraces EntreComp for programming aimed at
helping spur economic growth and create jobs and arm students with skillsets for success in education, the job market
technology or creating new business models.
- In business, this can mean generating new knowledge for products and services, finding new uses for
can be applied across the disciplines and sectors supported in a range of education settings, including
- For education, the same skills that are applied in a broader understanding of what entrepreneurship is
primary, secondary and higher education, as well as Vocational Education & Training (VET) and informal /
non-formal learning environments such as nonprofits, NGOs development agencies and public entities.
or engage in social entrepreneurship
- For entrepreneurship, EntreComp is valuable for supporting entrepreneurs who want to start a business
EntreComp is positioned to help individuals become entrepreneurial. Anyone, at any age, at any stage in life can engage
in EntreComp training to become entrepreneurial - that is, acquiring the ability to transform opportunities and ideas into
products and services that have value to others. EntreComp defines entrepreneurship in all its dimensions in a common
language. It is a broad concept, so in addition to its application toward starups, the EntreComp framework is valuable for
lifelong learning, individual growth and enhanced employability. While EntreComp can be applied to starting an
entrepreneurial venture startup, working environments can embrace the spirit of entrepreneurship through EntreComp
training in order to allow a company to create or invent products and services that complement core business offering,
innovate or utilize technology more efficiently. Retirees can apply EntreComp toward becoming entrepreneurs or use
their extensive experience, expertise and background in volunteering to help others become entrepreneurs. The public
sector can offer EntreComp training to employees and section or department heads to promote the development of
entrepreneurship skills in the workplace to overcome common challenges, to transform operations with SMART
technologies and to support the process of becoming a resilient community. Friends and families can come together
to engage in an entrepreneurial venture to create a needed product or service for a market niche.
The model includes an exploration of the Future of Work along with how a growth mindset will position a person to enhance
employability through the acquisition of skills in demand by today's employers. A growth mindset is the underlying beliefs
that orient behaviors and a way of thinking - a learned cognitive model that is acquired slowly and subtly, over a long period
of time as the result of experiences. A growth mindset,versus a fixed mindset, consists of the set of attitudes, skills and
behaviors that individuals need to succeed, not only in entrepreneurship but also personally, academically and professionally.
These include: initiative and self-direction, risk-taking, flexibility and adaptability, creativity and innovation, critical thinking and
problem solving. Other definitions include the ability to see opportunities, marshal resources and create value.
Based on the pedagogical theories of constructivism, Inquiry-Based Learning is real world learning in problem-solving
that complements entrepreneurship education for knowledge deepening and knowledge creation, as promoted by
UNESCO's Competency Framework for Teaching. Real world learning supported by our training model offers a holistic
and flexible approach to learning in preparation for acquiring 21st Century skills needed in the workforce, in entre-
preneurship and for success throughout the education continuum.
Environments in both formal education as well as non-formal learning settings enhance the inquiry- based approach
to real-world learning with specific methodologies and strategies such as scaffolding, small group dialogue and the
creation of media-rich presentations on the interdisciplinary learning process. Pedagogy and strategies provide learners
with opportunities to become problem solvers by studying real-world problems from an interdisciplinary approach.
Knowledge-building learning environments support collaboration as learners work toward solving problems by
formulating theories, carrying out investigations and research in order to refine their theories over time, refocus
on the problem to revise strategies, and share results. Real-time learning analytics are a critical component of the
model to monitor the progress of the learning process and allow teachers to make adjustments to the curriculum, place
more emphasis on learning points, and provide additional assistance to students who are not keeping up with their peers.
Analytical tools include assessment of vocabulary growth and usage as well as subject mastery. The tools can provide
formative assessments that are valuable for gauging students achievements in writing, which also holds value for students
gaining proficiency in English. It is also important to note that learners themselves are able to monitor and build on their
work, engaging in self-assessment rather than being totally dependent on external evaluations such as standardized
testing. This reflects research-based novel approaches for assessment and toward effective in-classroom education.
Knowledge-building pedagogy, methodologies and strategies constitute an arsenal of tools that facilitate learning
and the acquisition of skills – by prompting questions about “how?”. Knowledge Building supports higher-level thinking
skills such as metacognition, problem-solving and critical thinking. Knowledge-building classrooms function in the
same way as scientific communities, where members of small groups are able to formulate theories that answer
the questions around complex situations being studied and utilize scaffolding to arrive at answers and to defend their
theories in dialogue with their peers. This process encourages learning from a reality-centered point of view around
ideas. This resulting integrated learning environment supports student inquiry that crosses disciplinary boundaries.
Learners take an interdisciplinary approach to learning, drawing upon Math, Science, Social Studies, Language, the
Arts and Humanities and other disciplines to both improve and represent their understanding of different aspects of
the issues being studied while knowledge-building facilitators and teachers circulate among the small group learning
circles to elicit feedback on the lesson and answer questions on the content. This is also where extensive peer
learning takes place amongst classmates and where teachers, instructors and trainers become co-learners. The
model for inquiry-based learning supports a sound education setting where teachers are no longer simply transmitters
of pre-determined information. By bringing together its different components - the Community of Practice, Knowledge
Building pedagogy, educational technology and assessment tools – under one roof, the model supports interdisciplinary
inquiry-based experiential learning around themes, often referred to as Phenomenon Learning.
Global Skills Network has targeted multi-lateral funding schemes that support skills development to bring together a cross-sector representation of
public, private and nonprofit organizations in transnational consortia in response to calls for societal challenges. Work packages of resulting projects are
centered in training supported by IT tools and the EntreComp entrepreneurship education & training framework bolstered by Inquiry-Based Learning.
These projects are under consideration for funding in 2020:
> Erasmus+ KA2
high rates of emigration, particularly of qualified young professionals, that require strategic approaches to sectorial skills development;
- "Reversing Emigration Trends Through Entrepreneurship" (Lead: Slovakia) brings together representatives from four regions experiencing
in society while preparing them for a 21st Century workforce, including those envisioned in response to pandemics like Covid-19 that will
- "A New Humanism for Europe" (Lead: Lithuania) consortium of five countries supports efforts needed to encourage the participation of youth
require a different way of seeing the world and meeting marketplace needs for products and services that add value.
efforts to encourage the participation of young people in society while preparing them for a 21st Century workforce and entrepreneurship
- "Entrepreneurship for Youth in Rural Settings" (Lead: Slovakia) brought together organizations in rural and peri-urban settings to support
startups directed toward their unique environment, culture and workforce structure.
in a variety of educational settings in Albania, Bosnia & Herzogovina, Kosovo and Montenegro
- "Testing EntreComp for Acquiring Skills" (Lead: Estonia) brought together five countries to support capacity-building in terms of the practical
application of EntreComp for learners of all ages
- "VET Mobility for the Western Balkans" (Lead: Italia) coalition of EU-European organizations attempts to bridge the skills gap of young people
> Erasmus+ KA3
groups to communicate with a local municipal authority toward making joint decisions regarding issues of concern to young people.
- "Democracy Values for Youth Participation" (Lead: Portugal) aims to create a framework and virtual platform that will enable young people's
in entrepreneurship training for startups that will contribute to the economic development of their region.
- "Youth Together for Policy Reform" (Lead: Poland) brings together six countries to create a platform where young people can participate
> ENI CBC Med
concentrate on strengthening and enhancing the role of education in innovation capacity building, technology transfer to build a regional network
- "Cultivating Problem Solvers" (Lead: Jordan) brings together ten EU and MPC partners in seven countries in the Mediterranean region
for the Transfer of Innovation and to support young people, especially those belonging to the NEETS, and women, acquire marketable skills.
> Horizon 2020
- Mutual learning and common tools and resources for national/regional schemes supporting innovation projects of start-ups and SMEs
|Knowledge Building in Action
A Project of Global Skills Network S.L.
Contact: Sandra Lund-Diaz, M.Ed.
Director of Strategic Partnerships,
Instructional Design and Training
|Knowledge Building in Action
A Project of Global Skills Network S.L.
Planting Seeds To
Our entrepreneurship training course aims at "training the trainer" - educators,
trainers, mentors, tutors, instructors and staff of both formal and informal learning
environments, to nurture learners to become a new generation of entrepreneurial
thinkers at any age and in any stage of life. The course consists of modules
delivered via e-learning mechanisms and methodologies, divided into four phases:
(1) Exploring an expanded definition of entrepreneurship in all its dimensions
(2) EntreComp - the European Commission's framework for entrepreneurship
(3) Acquiring a growth mindset
(4) Practical applications
Imprementing the model brings multiple benefits in addition to facilitating the acquisition of
critical thinking skills. During the course of study, students gain competences in communicating
effectively, through the production of multi-media presentations of their work. They also
communicate with their peers in small group learning, going back and forth with fine-tuning
theories, sharing acquired knowledge and presenting their projects to the entire classroom
consisting of several small group learning clusters. The real magic takes place when
classrooms are partnered with peers across the world. Through videoconferencing and
other means of telecollaboration, students work with their partnered classroms on common
topics that have local implications. They present the results of their research during these
exchanges, meet each other on a personal basis and bond. This is the start of international
relationship building at an early age.
A Summer Institute prepares teachers for the academic year in knowledge building.